Zen Scanner I read that article you linked to a few years ago when researching about my elder DD, who fits the "visual spatial learner" description much more typically. And I used a similar article, but spelling related, with great great success for improving her spelling, but she'd already nearly mastered times tables with timez attack by the time I read this article so we stuck with what we were doing.
This quote from that article is my eldest to a t:
"The right hemisphere cannot process series of nonmeaningful symbols,"
She was my most mathematically advanced toddler - but took MONTHS, long after she was doing addition and subtraction past 10, to learn to recognise the digits 1-9. She just could NOT map the concept of a number to symbols at ALL. And reading, OMG reading... Just reliably having the alphabet took us nearly 3 years.
I think the reason I am puzzled by this issue with my 2nd DD is that she's not appreciably sequentially impaired, I don't think of her as a visual spatial learner. Certainly she's V/S gifted, but her Verbal IQ is equally high as her NV, I think of her as quite balanced. She learned to read easily (and phonetically), she learns spelling with ease (not one look and never forget, but easily and reliably and transfers it to her writing). This issue with math seems odd to me.
BUT that article is exactly what I had been thinking of using when it came to teaching her times tables, I have just been holding off because of this addition/subtraction fact issue. AND today it has hit me that I have been stupidly doing exactly what annoyed me about her school teachers - failing to give her a big enough picture. Possibly she NEEDS to sit and look at a number chart and see addition, subtraction, multiplication and division patterns all together to really start seeing the patterns and thus learn them. She's absolutely all about patterns, DH and I have described her as "highly pattern seeking" on more than one occasion.
